Book Description Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes andthe factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively. 200 pp. Englisch. Seller Inventory # 9783030999902

More information about this seller | Contact seller

Buy New

US$ 167.35

Convert currency

Add to Basket

Shipping: US$ 24.95

From Germany to U.S.A.

Destination, rates & speeds

Seller Image

Teaching Writing in English as a Foreign Language

Zhao, Huan|Zhang, Lawrence Jun

Published by Springer, Berlin|Springer International Publishing|Springer (2022)

ISBN 10: 3030999904 ISBN 13: 9783030999902

New Hardcover Quantity: > 20

Print on Demand

Seller:

moluna
(Greven, Germany)

Rating

Seller Rating:

Book Description Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book explores teachers cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin s d. Seller Inventory # 571802013

More information about this seller | Contact seller

Buy New

US$ 142.33

Convert currency

Add to Basket

Shipping: US$ 53.14

From Germany to U.S.A.

Destination, rates & speeds

Stock Image

Teaching Writing in English as a Foreign Language: Teachers' Cognition Formation and Reformation (English Language Education, 28)

Zhao, Huan; Zhang, Lawrence Jun

Published by Springer (2022)

ISBN 10: 3030999904 ISBN 13: 9783030999902

New Hardcover Quantity: > 20

Seller:

California Books
(Miami, FL, U.S.A.)

Rating

Seller Rating:

Book Description Condition: New. Seller Inventory # I-9783030999902

More information about this seller | Contact seller

Buy New

US$ 207.00

Convert currency

Add to Basket

Shipping: FREE

Within U.S.A.

Destination, rates & speeds

Seller Image

Teaching Writing in English as a Foreign Language : Teachers� Cognition Formation and Reformation

Lawrence Jun Zhang

Published by Springer International Publishing (2022)

ISBN 10: 3030999904 ISBN 13: 9783030999902

New Hardcover Quantity: 1

Seller:

AHA-BUCH GmbH
(Einbeck, Germany)

Rating

Seller Rating:

Book Description Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes andthe factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively. Seller Inventory # 9783030999902

More information about this seller | Contact seller

Buy New

US$ 171.42

Convert currency

Add to Basket

Shipping: US$ 35.78

From Germany to U.S.A.

Destination, rates & speeds

Stock Image